Paper to be presented at Learning in Law Annual Conference 2011
Intensive law degrees – hitting the ground running
Kirstie Best, Law Subject Area Co-ordinator, University of Northampton.
Kate Exall, Course Leader, two year LLB, University of Northampton.
Mick Sumpter, Law Divisional Leader, University of Northampton.
Summary
The University of Northampton has been offering an intensive LLB since September 2008.
Students can complete a qualifying law degree in two years through teaching and
assessment extending into the summer period. The first cohort completed their degree in
September 2010.
This paper will outline the background to two year degrees, and reflect on the challenges of
the fast track route in general, with a focus on two major issues: (a) flexibility of learning and
(b) student engagement and employability.
Key words
Two year degrees; background; operation; intensive degrees; 2 year degrees; LLB;
University of Northampton; fast track degrees; employability.
1. Introduction and background
The two year (fast track or intensive) LLB at the University of Northampton was validated in
April 2008, with the first cohort recruited in September of the same year. The initial impetus
for the award came from the Pathfinder Project, which was a joint initiative of the Higher
Education Funding Council and Department for Skills and Education. The aim of the project
was to promote increased student choice through flexible learning and delivery. It was based
on the themes of lifelong learning, widening access and enhancing employability – all of
which were, and remain, a key part of the University of Northampton‟s mission statement
and strategic plan - and the University of Northampton was one of five institutions involved in
the project at the outset. Prior to the validation of the two year LLB, the University had also
validated similar degrees in Marketing and Management.
The Law Division, in common with other subject areas at the University of Northampton,
discussed the feasibility and potential benefits of developing a two year LLB programme to
complement its existing three year LLB and Joint Honours Law awards, and felt that this was
an opportunity to expand its undergraduate portfolio and increase student recruitment.
One of the features of the current challenging economic and political context for higher
education is the consistent support for two year degrees by both the previous Government
and the Coalition Government. In February 2010 Lord Mandelson (then Secretary of State
for Business, Innovation and Skills) argued that two year degrees will help to “lower student
support costs, use resources more intensively and improve productivity” (Annual Dearing
Higher Education Conference, 2010). Last summer, in his first speech on higher education
Vince Cable, the Business Secretary, argued that two year degrees provide better value for
money to students (speech given at South Bank University, July 2010). Certainly, at a time
when tuition fees are likely to at least double in cost, a cheaper alternative to the traditional
three year degree is going to be increasingly attractive to students. The Browne Review
reiterated Mandelson and Cable in emphasising the need for higher education to offer more
1
Paper to be presented at Learning in Law Annual Conference 2011
flexibility and choice to students, while doing so in a cost-effective way for both universities
and students, and meeting the needs of employers (October 2010).
So, it seems likely that two year degrees will become a more common feature of the higher
education system than at present. However, these are „intensive‟ programmes not just for
the students taking them, but also for the staff managing and delivering them. There are also
practical challenges to success which have to be addressed in both design and delivery to
ensure that such programmes do equip graduates with the appropriate standard and range
of knowledge and skills. There is clearly a tension between compressing the length of a
degree programme and achieving these aims.
This paper aims to provide an over-view of our experiences in relation to the first three
cohorts of the two year programme, and of some of the key features of the programme at the
University of Northampton. What is clear so far though is that „one-size‟ does not fit all, just
as is the case with three year degrees, and there remains a need to provide a variety of part-
time and full-time routes for undergraduates. As the Higher Education Academy has argued
“two year degrees will suit some students in some circumstances.....but they are not a
panacea” (HEA response to Cable speech, July 2010).
Prior to the validation of the two year degree in 2008, informal market research had
suggested a strong interest in a two year degree amongst non-standard entrants, motivated
by the opportunity to enter the graduate job market more quickly, often following retraining
and/or a career break, and in so doing reduce the debt otherwise incurred in taking a three
year degree. It appeared that an accelerated programme for students of this nature - highly
motivated, possessing a particular skills set and with a clear career plan – would be an
attractive and viable proposition. Whilst we had concerns about the possible impact of a two
year programme on recruitment to the standard three year route, we clearly envisaged the
former as aimed at a particular market and therefore complementing, rather than competing
with, the latter, which remains the predominant mode of delivery.
Recruitment to date has borne this out to a certain extent, although whilst the three fast track
intakes since validation – 2008, 2009 and 2010 – have been similar in some respects
they‟ve been quite different in others, so the characteristics of a „typical‟ cohort are difficult to
state with certainty.
In designing the two year programme, two fundamental issues in particular needed to be
addressed. They related to:
 Structure
 Mode of Delivery
1.2 Structure
Students on the three year LLB study 6 x 20 credit modules per year, making a total of 360
credits. The fast track route needs to be structured in such a way as to give students a
realistic opportunity to obtain the same number of credits in only two years, and this was
achieved by the addition of a summer stage at the end of the first and second years. For the
first two cohorts the first summer stage consisted of 3 x 20 credit modules, but with effect
from summer 2011 this will change to 2 x 20 credit modules, with the students taking an
extra 20 credits in their first year. This change was made because a 7:2 structure is able to
cope with more students in the summer than a 6:3 model. It was also introduced in order to
better equip students to cope with their second year of study (through studying a level 5
module in Year 1), and in response to student feedback that suggested enthusiasm for
2
Paper to be presented at Learning in Law Annual Conference 2011
studying more intensively from the start of their programme. The impact of this change in
structure will only be able to be evaluated fully this summer. The second summer stage
consists of a 60 credit dissertation.
In summary:
Structure 1 (6:3, 2008 & 2009 cohorts):
Year 1: 6 x 20 level 4 credits
Summer 1: 3 x 20 level 5 credits
Year 2: 3 x 20 level 5 credits, 3 x 20 level 6 credits
Summer 2: 3 x 20 level 6 credits.
Structure 2 (7:2, 2010 cohort onwards):
Year 1: 6 x 20 level 4 credits, 1 x 20 level 5 credits
Summer 1: 2 x 20 level 5 credits
Year 2: As Structure 1
Summer 2: As Structure 1.
Under the current structure (no.2), students in the first year follow the same programme of
study as the three year students with the addition of Tort Law, which we normally offer as a
second year module on the three year programme. At the end of the first year, progression
to the summer stage – i.e. continuation on the fast track route – is not automatic. Students
must satisfy progression criteria at the summer exam board. This essentially requires the
students to pass all modules and achieve an average C grade (55%) across all their level 4
modules. These criteria are not discretionary, and cannot be varied to take into account
extenuating factors. The only possible exception is where a student has outstanding
mitigating circumstances in one module only and has otherwise engaged with the
programme (i.e. attended class, personal tutorials and course meetings).
The progression criteria were implemented because not only is the summer stage
demanding but the second year of the programme, which is split level, requires students to
have a certain academic ability to cope with this. Despite the relatively low hurdle, many
students fail to meet it. Last year for example out of 39 students, 19 met the progression
criteria, 11 failed one or more module, 2 transferred voluntarily onto the 3 year programme
and the remaining 7 were transferred onto the 3 year LLB. Subsequently 10 students
enrolled onto the second year of the 3 year degree and 1 is split level, with the remaining
students being withdrawn through the accumulated fails procedure.
1.3 Mode of delivery
This is a particular issue with the summer stage modules, where the need for an appropriate
level of tutor input and support needs to be balanced with the entitlement of tutors to take
annual leave and undertake scholarly activity. The approach adopted, which varies slightly
from module to module, has been to utilise the 4/5 week period between mid-June and
mid/late-July, when teaching on traditional modules has finished but many tutors have still to
take annual leave. Intensive taught and/or workshop sessions are scheduled during this
period, following which students typically have four weeks to complete and submit
coursework. General tutor support (e.g. essay writing skills, referencing, etc) is available
throughout this period via a staff summer cover rota, and subject-specific support is also
available at particular times via individual tutorials, email contact and Blackboard materials.
3
Paper to be presented at Learning in Law Annual Conference 2011
This information is made available to the students at the start of the summer stage, so that
workload planning on their part is essential. The final coursework submission date is in mid-
August, and the September examination boards then process grades in the normal way.
2. Issues, problems and successes
The student experience on the intensive degree programme is characterised by student
support and employability. All students are offered skills development opportunities across
all the law programmes, but it is recognised that the intensive degree students require
specific support with this. This has been achieved through enhancing existing support
systems that were already in place for the law programmes, although there are also some
measures introduced specifically for the two year programme.
2.1 Student support and study skills
The students are targeted from welcome week onwards for specific study skills support. In
Welcome Week there is a specific induction session for the intensive students where the
nature of the course is clarified and issues such as progression criteria are discussed.
During that session, the students are asked to benchmark their current skill level in the 7 key
skills. This is then discussed with their personal tutor (who is one of the 2 tutors responsible
for the intensive degree programme) in their first full tutorial and can also be used during
their studies to demonstrate progress and skills development.
This is followed by a programme of 5 personal tutorials and 2 course meetings in the first
year. The focus throughout is on skills development, through discussion at the early stages
and offering support from various University departments, to revision techniques for their
exams in the first and third terms. Tutorials are also used to consider feedback on
assignments and early exams and to discuss and plan a programme for skills enhancement.
The February tutorial, which is mainly to discuss module choices, also offers an opportunity
to counsel those who are in danger of missing the progression criteria and recommending
that they move to the 3 year route as this stage.
There has so far been no personal tutorial during the summer stage but this is currently
under consideration as this has proved to be a difficult and challenging time for the students.
There are also 2 compulsory course meetings to discuss issues relating to the programme
such as progression criteria, attendance and volunteering as well as dealing with issues the
students might raise.
The targeted personal tutorials continue into the second year when there are 2 personal
tutorials per term and one course meeting. These tutorials again focus on skills
development, with a greater emphasis on employability and applications for further training
or employment. These offer tutors the chance to help the students manage the challenges
offered by a split level programme
This personal tutorial and support programme offers students the opportunity for regular
contact with their personal tutor and to develop both their study and employability skills, and
also allows tutors and students to identify and address any issues that are becoming evident
in terms of attendance, engagement and achievement.
4
Paper to be presented at Learning in Law Annual Conference 2011
2.2 Employability Skills
Skills development therefore has a high priority in the support offered to these students.
They are also offered the opportunity to develop their employability skills through a module
in the summer stage. This is the choice of either a volunteering module or a taught module.
The volunteering module allows them to volunteer in a legal setting and to complete
reflective logs on their experiences. In order to complete this in time, students need to have
started their volunteering by the end of January. This has not proved to be as popular as
anticipated with only a small number taking this module each year. Student feedback
indicates that for some there is no time to fit in volunteering as they are juggling work or
children and study, whilst others (often who have given up work to study) want to immerse
themselves in University life and not go back into the workplace. A final group feel that they
need the taught skills development classes to help them with study and employability skills.
The taught module focuses on 2 main areas, advanced skills development and career
planning. The advanced skills development work is carried out by the University‟s Centre for
Academic Practice which works with the students (usually about 15 of them) on specific
topics and issues. This gives the students a further chance to reflect on their skills and to
seek specialist support for particular issues they have. The career planning element is run
by a member of the Careers and Employability Service covering CV drafting, completing
application forms and writing covering letters. The support of the Centre for Academic
Practice and the Careers and Employability Service have been invaluable in providing
focused skills development at this crucial stage of the programme, when the students are
about to start on the split level programme at Year 2, and are also about to apply for
postgraduate courses and graduate employment.
The assessment strategy for this module calls upon the students to reflect upon and
demonstrate their study and employability skills. In week 1 the students are given a short
exercise to assess their skills, followed by an assessed application for a job for which they
then attend an assessed interview and presentation. The final element of assessment is an
evaluation of their skills development over the summer and to identify strategies to help them
succeed in the second year.
2.3 Research skills
Students on the intensive degree are required to write a 12,000 word dissertation, which
together with an assessed proposal and work in progress presentation amounts to 60
credits. This therefore plays a very important part of the student‟s overall degree
classification. To support the students with this they are required to take a research
methods module in the summer stage at the end of the first year. In addition to this the
intensive students are offered specific dissertation study skills session during the year
covering issues such as advanced research, synthesis and analysis and plagiarism
avoidance.
2.4 General study skills
All law students have access to a wide range of support for developing their study and
employability skills. This would include research skills, access to student mentors and the
Centre for Academic Practice and dissertation study sessions. There are also opportunities
for students to reflect on their performance on coursework through reflective exercises.
These might be given out as part of the activity ie after a presentation and be assessed, or
they might be used for the student to comment on feedback before a grade is returned. The
5
Paper to be presented at Learning in Law Annual Conference 2011
Careers and Employability Service also give regular careers talks and hold careers events
for law students and the Division of Law also organises visits, talks and events, all of which
the intensive students are strongly encouraged to attend.
3. Conclusions
Given the imminent changes to the funding of higher education, it is likely that two year
degrees will become more widespread as students see them as a cheaper route to
achieving a degree, and universities may calculate that they provide a cost-effective way of
attracting more students. However, while two year degrees are a useful addition to the
current range of degree programmes, they need to be offered alongside three year degrees
so that students have a choice as to the most appropriate programme for them. Not all
students will be suited to a two year degree, and nor will all universities.
In terms of the experience at the University of Northampton, there have been a number of
challenges in introducing a two year degree in Law. The extension of the academic year can
be problematic for various reasons, given the need to still fit in annual leave, scholarly
activity etc. University administrative systems are not always flexible enough to keep pace
with innovations in programme structure and delivery, despite an enthusiasm from university
managers for such innovation. Students who are keen to accelerate their studies may find
that the intensity and speed of two year programmes is unforgiving if the student encounters
academic or personal difficulties.
With the third cohort of two year students now well underway with the programme, it would
seem that overall the creation of an accelerated skills focussed qualifying law degree has
been a success. Recruitment, progression and retention, and achievement have been
satisfactory. While the structure of the programme has required amendment (and may
require further change), the overall ethos and design of the programme has worked. There
are effective, enhanced systems for student support, which seem to be facilitating student
engagement and employability.
In conclusion, for some universities and some students two year degrees are a useful
addition to existing undergraduate programmes. However, there needs to be a realistic
assessment, by both universities and government, as to the extent to which two year
degrees should become the norm. For many students, the traditional three year route will
continue to have considerable attractions, despite the increase in tuition fees. Enhancing
student choice and the learning experience requires that there is flexibility in programme
design so that where a university decides to introduce a two year programme this is not at
the expense of three year programmes. In addition, universities need to ensure that the
university infra-structure (administration, facilities etc), programme design and support
systems allow students on two year degrees to hit the ground running rather than tripping up
on the fast track.
6
Paper to be presented at Learning in Law Annual Conference 2011
Bibliography
Mandelson P., (February 2010), keynote speech, Annual Dearing Higher Education
Conference, www.nottingham.ac.uk/lorddearing/2010conference.aspx
Browne Review, (October 2010), „Securing a Sustainable Future for Higher Education‟,
www.independent.gov.uk/brown-report
Cable V., (July 2010), „Higher Education‟, www.bis.gov.uk/news/speeches/vince-cable-
higher-education
Higher Education Academy, (July 2010), „Higher Education Academy responds to speech by
Vince Cable at South Bank University today‟,
www.heacademy.ac.uk/news/detail/2010/response_to_vince_cable
Outram S., (March 2009), „Flexible Learning Pathfinders: a review of the pilots‟ final and
interim reports‟, www.heacademy.ac.uk
7